Claudia M Roebers
Biographic Data
| ID | 2746049 |
|---|---|
| NAME | Claudia M Roebers |
| GIVEN NAMES | Claudia M |
| FAMILY NAME | Roebers |
| SIGNATURE | ROEBERS C M |
| AFFILIATIONS | University of Bern |
| ORCID | 0000-0003-3048-7609 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Learning from Storybooks: Using Shared Book Reading to Target 5- to 7-Year-Olds’ Metacognitive Monitoring
Kindergarten children are generally overconfident when it comes to estimating their performance. In particular, they have difficulties reporting uncertainty, a skill considered to be fundamental to their emerging monitoring skills. Based on Efklides’ (2008) model of metacognition and research on interactive book reading, we created an age-appropriate “monitoring” storybook in which characters express certainty and uncertainty, prompting children …
Task switching hurts memory in adults but not in children
Switching between tasks impairs not only ongoing task performance (lower accuracy, slower responses for switch vs. repeat trials) but also for subsequent memory (poorer memory for stimuli on switch vs. repeat trials). This study examined developmental differences in memory switch costs in children (ages 7-13) and young adults (ages 19-31). Participants (N = 240) categorized trial-unique pictures of animals and objects using alternating size and a…
Affect and executive function dynamics in primary school classrooms: An Intensive Longitudinal Study
This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three…
Executive functions and classroom behaviour in second graders
Background Executive functions along with on-task behaviour in the classroom relate to academic success. Examining the shared and non-shared variances in their relationships with academic achievement may lead to a better understanding of the contribution of executive functions to achievement and may uncover a mechanism to explain why they are so important for school success. Specifically, we investigated the extent to which executive functions an…
Persistence Development across the Transition to School: A Latent Profile Transition Analysis
Research Findings: The goal of this longitudinal study was to examine persistence development during the transition to school. The sample consisted of N = 88 children from Caucasian, middle-class families (51% female). Participants were recruited through advertisement in public kindergartens and were tested twice, in kindergarten (mean age = 73.4 months) and second grade (mean age = 94.6 months). We computed latent profile analyses to examine dif…
Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives
This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a 1-year delay. Results revealed improvements in retrospective, but not in prospective monitoring and …
Exploring psychometric properties of children' metacognitive monitoring
Two independent data sets assessing children's metacognitive monitoring abilities were used to explore the psychometric properties of classical and often-used monitoring measures in primary school age. Theoretically, monitoring is an overarching skill that helps individuals evaluate task mastery, strategy use, and correctness of performance. Monitoring skills are increasingly targeted when addressing individual differences in scholastic achieveme…
Using feedback to improve monitoring judgment accuracy in kindergarten children
The Mediating Role of Self-Concept between Sports-Related Physical Activity and Mathematical Achievement in Fourth Graders
Being physically active has many benefits for children and adolescents. It is essential for various aspects of physical and mental health, and also positively influences academic performance and school achievement. In addressing the still incomplete understanding of the link between physical activity (PA) and academic achievement, the present study scrutinized the open issues regarding different roles of PA type and PA duration within the relatio…
The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study
Although the literature consistently documents strong improvements in metacognitive skills over the elementary school years, relatively little is known about the mechanisms fueling these developments. One factor that is being discussed in the literature and targeted in the present approach is cue utilization. Cue utilization quantifies the degree to which an individual uses mnemonic experiences during task mastery to inform monitoring processes. …
A classroom intervention to improve executive functions in late primary school children: Too ‘old’ for improvements
BACKGROUND: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function per…
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
Promoting a functional physical self-concept in physical education: Evaluation of a 10-week intervention
Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to increase schoolchildren’s self-concept without taking the veridicality of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead to an increase not only in the general level of self-concept of endurance and self-concept of strength but also in its veridic…
Children's strategic regulation, metacognitive monitoring, and control processes during test taking
BackgroundFrom the perspective of self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes.AimsThe present study examined metacognitive processes in children's test-taking behaviour and explored their impacts on performance. Further, it was investigated whether differences in retrieval processes (operationalized through item difficulty) cont…
Metacognitive monitoring and control processes involved in primary school children's test performance
Background Within the context of students' self‐regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and explored the impacts of these metacognitive skills for the accuracy and the quantity of test performance. …
Confidence judgments in children's and adult's event recall and suggestibility
The present work investigated the role of children's and adults' metacognitive monitoring and control processes for unbiased event recall tasks and for suggestibility. Three studies were conducted in which children and adults indicated their degree of confidence that their answers were correct after (Study 1) and before (Study 2) answering either unbiased or misleading questions or (Study 3) forced-choice recognition questions. There was a strong…
Individual Differences in Children's Eyewitness Recall: The Influence of Intelligence and Shyness
This study was conducted to examine influences of personality characteristics on children's eyewitness recall. A sample of 217 children from 3 age groups (6-, 8-, and 10-year-olds) were included in the study. To explain individual differences in children's free recall of an observed event as well as in their ability to answer specific questions accurately, intelligence and teachers' rating of shyness were selected as central personality character…
Self-concept and Anxiety in Immigrant Children
In a longitudinal study of acculturation in Germany, a total sample ( N 364) of immigrant and nonimmigrant elementary schoolchildren were tested in regard to achievement related personality variables, such as self-concept, anxiety, and peer relations. The participants belonged to one of four subgroups: (1) nonimmigrants from the Western region of Germany; (2) nonimmigrants from the Eastern region; (3) German-speaking immigrants from the former Ge…
Self-concept and Anxiety in Immigrant Children
In a longitudinal study of acculturation in Germany, a total sample ( N 364) of immigrant and nonimmigrant elementary schoolchildren were tested in regard to achievement related personality variables, such as self-concept, anxiety, and peer relations. The participants belonged to one of four subgroups: (1) nonimmigrants from the Western region of Germany; (2) nonimmigrants from the Eastern region; (3) German-speaking immigrants from the former Ge…
Confidence judgments in children's and adult's event recall and suggestibility
The present work investigated the role of children's and adults' metacognitive monitoring and control processes for unbiased event recall tasks and for suggestibility. Three studies were conducted in which children and adults indicated their degree of confidence that their answers were correct after (Study 1) and before (Study 2) answering either unbiased or misleading questions or (Study 3) forced-choice recognition questions. There was a strong…
The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study
Although the literature consistently documents strong improvements in metacognitive skills over the elementary school years, relatively little is known about the mechanisms fueling these developments. One factor that is being discussed in the literature and targeted in the present approach is cue utilization. Cue utilization quantifies the degree to which an individual uses mnemonic experiences during task mastery to inform monitoring processes. …
Children's strategic regulation, metacognitive monitoring, and control processes during test taking
BackgroundFrom the perspective of self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes.AimsThe present study examined metacognitive processes in children's test-taking behaviour and explored their impacts on performance. Further, it was investigated whether differences in retrieval processes (operationalized through item difficulty) cont…
Self-concept and Anxiety in Immigrant Children
In a longitudinal study of acculturation in Germany, a total sample ( N 364) of immigrant and nonimmigrant elementary schoolchildren were tested in regard to achievement related personality variables, such as self-concept, anxiety, and peer relations. The participants belonged to one of four subgroups: (1) nonimmigrants from the Western region of Germany; (2) nonimmigrants from the Eastern region; (3) German-speaking immigrants from the former Ge…
Individual Differences in Children's Eyewitness Recall: The Influence of Intelligence and Shyness
This study was conducted to examine influences of personality characteristics on children's eyewitness recall. A sample of 217 children from 3 age groups (6-, 8-, and 10-year-olds) were included in the study. To explain individual differences in children's free recall of an observed event as well as in their ability to answer specific questions accurately, intelligence and teachers' rating of shyness were selected as central personality character…
Confidence judgments in children's and adult's event recall and suggestibility
The present work investigated the role of children's and adults' metacognitive monitoring and control processes for unbiased event recall tasks and for suggestibility. Three studies were conducted in which children and adults indicated their degree of confidence that their answers were correct after (Study 1) and before (Study 2) answering either unbiased or misleading questions or (Study 3) forced-choice recognition questions. There was a strong…
Metacognitive monitoring and control processes involved in primary school children's test performance
Background Within the context of students' self‐regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and explored the impacts of these metacognitive skills for the accuracy and the quantity of test performance. …
Children's strategic regulation, metacognitive monitoring, and control processes during test taking
BackgroundFrom the perspective of self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes.AimsThe present study examined metacognitive processes in children's test-taking behaviour and explored their impacts on performance. Further, it was investigated whether differences in retrieval processes (operationalized through item difficulty) cont…
Promoting a functional physical self-concept in physical education: Evaluation of a 10-week intervention
Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to increase schoolchildren’s self-concept without taking the veridicality of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead to an increase not only in the general level of self-concept of endurance and self-concept of strength but also in its veridic…
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
The Mediating Role of Self-Concept between Sports-Related Physical Activity and Mathematical Achievement in Fourth Graders
Being physically active has many benefits for children and adolescents. It is essential for various aspects of physical and mental health, and also positively influences academic performance and school achievement. In addressing the still incomplete understanding of the link between physical activity (PA) and academic achievement, the present study scrutinized the open issues regarding different roles of PA type and PA duration within the relatio…
The role of children’s metacognitive experiences for cue utilization and monitoring accuracy: A longitudinal study
Although the literature consistently documents strong improvements in metacognitive skills over the elementary school years, relatively little is known about the mechanisms fueling these developments. One factor that is being discussed in the literature and targeted in the present approach is cue utilization. Cue utilization quantifies the degree to which an individual uses mnemonic experiences during task mastery to inform monitoring processes. …
A classroom intervention to improve executive functions in late primary school children: Too ‘old’ for improvements
BACKGROUND: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function per…
Using feedback to improve monitoring judgment accuracy in kindergarten children
Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives
This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a 1-year delay. Results revealed improvements in retrospective, but not in prospective monitoring and …
Exploring psychometric properties of children' metacognitive monitoring
Two independent data sets assessing children's metacognitive monitoring abilities were used to explore the psychometric properties of classical and often-used monitoring measures in primary school age. Theoretically, monitoring is an overarching skill that helps individuals evaluate task mastery, strategy use, and correctness of performance. Monitoring skills are increasingly targeted when addressing individual differences in scholastic achieveme…
Executive functions and classroom behaviour in second graders
Background Executive functions along with on-task behaviour in the classroom relate to academic success. Examining the shared and non-shared variances in their relationships with academic achievement may lead to a better understanding of the contribution of executive functions to achievement and may uncover a mechanism to explain why they are so important for school success. Specifically, we investigated the extent to which executive functions an…
Persistence Development across the Transition to School: A Latent Profile Transition Analysis
Research Findings: The goal of this longitudinal study was to examine persistence development during the transition to school. The sample consisted of N = 88 children from Caucasian, middle-class families (51% female). Participants were recruited through advertisement in public kindergartens and were tested twice, in kindergarten (mean age = 73.4 months) and second grade (mean age = 94.6 months). We computed latent profile analyses to examine dif…
Affect and executive function dynamics in primary school classrooms: An Intensive Longitudinal Study
This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three…
Learning from Storybooks: Using Shared Book Reading to Target 5- to 7-Year-Olds’ Metacognitive Monitoring
Kindergarten children are generally overconfident when it comes to estimating their performance. In particular, they have difficulties reporting uncertainty, a skill considered to be fundamental to their emerging monitoring skills. Based on Efklides’ (2008) model of metacognition and research on interactive book reading, we created an age-appropriate “monitoring” storybook in which characters express certainty and uncertainty, prompting children …
Task switching hurts memory in adults but not in children
Switching between tasks impairs not only ongoing task performance (lower accuracy, slower responses for switch vs. repeat trials) but also for subsequent memory (poorer memory for stimuli on switch vs. repeat trials). This study examined developmental differences in memory switch costs in children (ages 7-13) and young adults (ages 19-31). Participants (N = 240) categorized trial-unique pictures of animals and objects using alternating size and a…
Developmental psychology (16 works) · Psychology (16 works) · Cognition (12 works) · Cognitive psychology (9 works) · Metacognition (7 works) · Memory Processes and Influences (6 works) · Artificial Intelligence (5 works) · Innovative Teaching and Learning Methods (5 works) · Artificial Intelligence (4 works) · Child and Animal Learning Development (4 works)